...Study Skills for Postgraduate Learning | Planning & Reflecting at Postgraduate Level | [Student Name] [Student ID] [Submission Date] | Table of Contents Abstract 3 Task 1: Development of a Research Strategy 4 Task 2: Development of a Project Plan 7 Task 3: Reflective Piece 10 Effectiveness of My Research Strategy & Project Plan 10 Problems Faced and Learning: 10 Learned Time Management Skills and Reflection Skills: 11 New Learning during the Research Project: Reviewing a Case Study 11 Conclusion from the Case study 13 My Reflections on the Research Questions: 13 References 14 Abstract The point addressed in this research document is the Importance of Planning and Reflection Skills at Postgraduate Level and also an assumption that post graduate students acquire planning and critical reflection skills automatically during their post graduate studies. Planning, critical thinking and reflecting are the pillars of the postgraduate study, managerial work and continuing professional development (CPD). “It is not sufficient simply to have an experience in order to learn. Without reflecting upon this experience it may quickly be forgotten, or its learning potential lost. It is from the feelings and thoughts emerging from this reflection that generalizations or concepts can be generated. And it is generalizations that allow new situations to be tackled effectively.” (Gibbs 1988) Reflection is a key element in any successful planning. You are...
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...Durham: https://www.dur.ac.uk/study/postgraduate/taught/ 6. St Andrews: http://www.st-andrews.ac.uk/media/pgdegrees11-12.pdf 8. Warwick: http://www2.warwick.ac.uk/study/postgraduate/courses/coursea2z/#p 9. Lancaster: https://www.postgraduate.lancs.ac.uk/PGSearch.aspx 10. Exeter: http://www.exeter.ac.uk/postgraduate/degrees/taughtindexa/ 11. York: http://www.york.ac.uk/study/postgraduate/courses/ 12. Bath: http://www.bath.ac.uk/management/courses/postgraduate/ 13. Bristol: http://www.bristol.ac.uk/efm/postgraduate-programmes/ 14. Sussex: http://www.sussex.ac.uk/study/pg/2012/taught#a 15.Edinburgh: http://www.ed.ac.uk/studying/postgraduate/degrees?taught=Y&cw_xml=subjectarea.php 16.Nottingham No business http://pgstudy.nottingham.ac.uk/postgraduate-courses/schools-and-departments.aspx 17. Sheffield: http://www.sheffield.ac.uk/postgraduate/taught/courses/all 17. Leicester: http://www2.le.ac.uk/study/postgrad/taught-campus 19. Southampton: http://www.soton.ac.uk/postgraduate/pgstudy/programmes/index.html 20. Loughborough: http://www.lboro.ac.uk/study/postgraduate/courses/#p 21. Buckingham: http://www.buckingham.ac.uk/courses/ 22. Glasgow: http://www.gla.ac.uk/postgraduate/ 25. Newcastle: http://www.ncl.ac.uk/postgraduate/search/list/courses/taught 27. East Anglia: http://business.uea.ac.uk/courses 28.RoyalHolloway: http://www.rhul.ac.uk/studyhere/postgraduate/departmentsandcourses.aspx 29...
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...preparedness of postgraduate marketing students” The fact is that the body of postgraduate marketing students, who decide to study in UK, has become much more different during the last few years. It means that British marketing educators are facing big challenges as well as great opportunities. In order to help the educators keep up with the pace of the change, researches about the postgraduate marketing students have been conducted. According to Liu (2010), the article - “The changing body of students - A study of the motives, expectations and preparedness of postgraduate marketing students” aims at finding out the possible implications for the educators by evaluating the motives, expectations and preparedness of the postgraduate marketing students in UK, and through this, the marketing educators could design their programme better. This paper will try to analyse the article and give a critical review for it. Even facing with the challenges from counterparts such as American universities and Asian domestic universities (Liu, 2010), the trend is that numbers of the postgraduate students in UK including those, who major in marketing, have still increased dramatically. More students choose to take a postgraduate programme in UK, particularly on taught programme (Liu, 2010). Taylor (2002) states that comparing with undergraduates, numbers of postgraduates increase more rapidly. The structure of postgraduate students in UK is...
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...Session 1 MT5006 Jim White Introductions Product Development Overview Break Project Descriptions Team Activity 30 min 45 min 10 min 20 min 60 min PhD in Electrochemistry from UT Austin (1985) IBM: Research and Development (1985 ‐ 1992) 3M (1992 – 2011) ◦ Semiconductors for Solar Energy Conversion ◦ T J Watson Research Center ◦ ◦ ◦ ◦ DFSS Master Black Belt Electronics Business Technical Director for APAC (Shanghai) 3M Taiwan Technical Director (Taiwan) Electronic Solutions Global Technical Director (Singapore) Adjunct Professor NUS Department of Engineering & Technology Management Founded JRW Consulting (www.jrwconsulting.com.sg) (2011) Enjoy distance running, diving, hiking, photography To prepare you for making business decisions, for new businesses, products and services, by providing you with the necessary knowledge and tools. The Basics Technology &Design The Business Sessions 1‐4 Sessions 5‐8 Sessions 9‐13 NPI Systems QFD Intellectual Property Stage Gate Robust Design Business Models Lean NPD Data Analysis Finance Market Assessment Prototyping Value Chain Predictive Engineering Project Management Technology Planning Portfolio Management Customer Engagement We meet every week from 6 – 9 pm. Be on time!! Each week consists of ◦ Quiz or discussion of projects or case studies ◦ Le...
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...Exercise: Expand and simplify 2 x− √ 1 x 3 Think Quick: . Factorize 10x2 y − 6xy 2 . See Example 1.16 on page 17. Factorizing Quadratics Key: x2 + (α + β)x + αβ = (x + α)(x + β) Basic Factorization Factorization is all about finding factors. Turn back to the bottom of page 16. Note. You will have learned a technique for applying this result at school. Revise it! See also Example 1.17 on page 17. Example Factorize 6x2 + 17x + 12. Standard Factorizations The following are handy to remember. • a3 ± b3 = (a ± b)(a2 ∓ ab + b2 ) • an − bn = (a − b)(an−1 + an−2 b + . . . + abn−2 + bn−1 ) Exercise: Factorize the following 1. −5m3 − 10m2 2. 16x4 − y 4 Algebraic Fractions Exercise: 3. a3 + a2 − a − 1 Recall: • To simplify a fraction, factorize the numerator and denominator, then cancel out any common factors. • To add/subtract fractions, find a common denominator. Express all frac4. 5x2 − 7x − 6 Note. tions with that common denominator, then add/subtract the numerators. c a+c a + = b d b+d Examples 1. x x+y 3x + 6 6x + 12 Exercise: Simplify the expression 2. 3 x 2 − + . x − 2 x x2 − 3x + 2 3. 2 1 − x − 1 x2 − 1 You should do Exercises 1.3.2, Questions 11-15. 1.3.3 Equations, inequalities and identities Solving Equations Turn to page 20. Exercise: Solve the equation 7 6 = . 1 − 2x x−2 Solving linear equations is a skill you should have already mastered. Think Quick: Solve 1 = 1 for t. t−5 Solving...
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...Personal Development Planning For Postgraduate Research Students Postgraduate Personal Development Planning 1 INTRODUCTION Personal Development Planning (PDP) is a process already present in most PhD supervision and study practices. PDP is ‘a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development’ (QAA 2001). This handbook provides guidelines for Postgraduate Research students at Queen’s on what PDP involves and to help you to get the most out of the process. Please note that there may be slight variations or specific requirements for you in your School or subject area. Key features of PDP: • PDP is an ongoing process, not a single document, nor is it carried out at a single point in time. • It provides you with the opportunity to plan, reflect on and record your progress, development and achievements. • PDP formalises good practice in working for and supervising a research degree. • PDP is a structured and supported process. The structure and support is provided by: - The Skills Analysis Questionnaire - The Postgraduate Skills Training Programme (PSTP) - Records of meetings with your supervisor(s) - Training plans - Formal reviews – 3 month, differentiation, and annual monitoring - Records and evidence of your achievement - Your evaluation and reflection of your progress, achievements and skills - Your research diary or log...
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...expectations and preparedness of postgraduate marketing students Jie Liu Department of Business and Management Studies, Manchester Metropolitan University, Manchester, UK Abstract Purpose – The aim of this paper is to assess the motives, expectations and preparedness of postgraduate marketing students, and discuss possible implications for postgraduate marketing education in the UK. Design/methodology/approach – The research uses primary data collected from postgraduate marketing students at four British universities. Factor analysis is used to evaluate the convergent validity of the survey questionnaire and Cronbach’s alpha coefficient to examine the internal consistency and reliability of the variables composing the major scales. Findings – The results indicate that postgraduate marketing education today faces a culturally diverse student body coupled with a notable lack of relevant work experience. Students are found to have relatively low perception of their preparedness for postgraduate study and high expectations for support and practical experience in marketing. Research limitations/implications – The sample used is relatively small although the high response rate achieved would help add validity to the study. Further research should examine the ways in which students draw on their prior-learning experience to make sense of their learning process. Practical implications – This study should be of interest to postgraduate marketing programme and module...
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...the administrative control of the ministry of Health, labor and Social welfare of than Central Government. The administrative control transferred to the provincial Government. Launching the postgraduate diploma in personnel management (PGDPM). Educational and training Milestones Advancement of BIM Educational and Training Institutions ordinance,1961 (East Pakistan ordinance No XXVI of 1961) was made Management applicable for Development Center Entrusted with the responsibilities of buildup human resources of the Newly independent Country as Bangladesh Management Development centre.(BMDC). Post Graduate Diploma in industrial Management was introduced. Milestones Advancement of BIM There academic prog Programs- Postgraduate Diploma in Marketing Management, Postgraduate Diploma in Financial Management, Postgraduate Diploma in Computer Science were introduced. Converted into an Institute –Bangladesh Institute of Management(BIM) Milestones Advancement of BIM Three academic programs- postgraduate Diploma in Marketing graduate Management, Postgraduate Diploma In Financial Management, Postgraduate graduate Diploma in Computer Science were introduced. Launching of BIM website WWW.bim.org.bd Postgraduate Diploma in personal Management (PGDPM) was Updated as postgraduate Diploma in Human...
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...Essay I regard myself as an exploring individual. With my strong interest in financial territory, I have a clear plan for my career path. Currently, because of my increasing GPA (3.7, 3.8 and 3.94 in recent semesters), I have gained a basic academic foundation of financial world relying on the high-quality undergraduate program and I determine to take my study pathway to the next level by pursuing a postgraduate degree in a more forward-looking and free-minded community. And your program is where I am strongly longing for. Or rather, I particularly wish to be equipped with more advanced all-round knowledge and skills based on a sound structure, which will has great beneficial effects on my forthcoming academic or professional road. The short-term career plan is to be a postgraduate student in Finance after graduation. This can also be called the preparation stage. More basic knowledge about Finance will provide a solid support for my future career. Then I want to get involved in relevant practice in USA during the postgraduate learning process. I do not have specific requirements about the practice as my only hope is to get a unique experience in my life. As for my long-term goal, I plan to get a decent job and become more professional by putting what I have leaned into practice for the period after finishing my master degree at Northeastern. Through the research work I have done about Northeastern, I choose here as the place to prepare myself because I am attracted to the campus...
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...3th July 2010 To whom it may concern, I am privileged to write this letter to you in support of my student – Ms Pham Huong Trang and her desire to apply for your postgraduate program. Trang was my former student in two courses: Macroeconomics 1 and 2 in the second grade at the Foreign Trade University. As a student, Trang has proved that she truly deserved the honour. Macroeconomics 1 and 2 are the courses that require students to have good background knowledge, critical thinking, and the ability to apply theories to practical cases. Trang has satisfied all those requirements. In class, she demonstrated a concentration on studies and always actively participated in learning activities. She always tried to find the solutions to the problems I asked, and frequently raised questions to improve understanding. In addition, Trang showed that she worked well in team and effectively co-operated with other members as it could be observed in her teams for “The relationship between inflation and unemployment in Vietnam” research projects. She was a really reliable and responsible student, who was always willing to contribute and to lead, with rare organisational skills and great commitment to teamwork. Being so humble, yet inquiring and very self-disciplined, Trang showed her well-organised and original work, be it home assignments, tests or class presentations and discussions. In addition, being her tutor in the university, I strongly recommend that Trang is an active member of the...
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...motives, expectations and preparedness of postgraduate marketing students” The fact is that the body of postgraduate marketing students, who decide to study in UK, has become much more different during the last few years. It means that British marketing educators are facing big challenges as well as great opportunities. In order to help the educators keep up with the pace of the change, researches about the postgraduate marketing students have been conducted. According to Liu (2010), the article - “The changing body of students - A study of the motives, expectations and preparedness of postgraduate marketing students” aims at finding out the possible implications for the educators by evaluating the motives, expectations and preparedness of the postgraduate marketing students in UK, and through this, the marketing educators could design their programme better. This paper will try to analyse the article and give a critical review for it. Even facing with the challenges from counterparts such as American universities and Asian domestic universities (Liu, 2010), the trend is that numbers of the postgraduate students in UK including those, who major in marketing, have still increased dramatically. More students choose to take a postgraduate programme in UK, particularly on taught programme (Liu, 2010). Taylor (2002) states that comparing with undergraduates, numbers of postgraduates increase more rapidly. The structure of postgraduate students in UK is changing as well, while...
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...Marketing Intelligence & Planning The changing body of students: A study of the motives, expectations and preparedness of postgraduate marketing students Jie Liu Article information: To cite this document: Jie Liu, (2010),"The changing body of students", Marketing Intelligence & Planning, Vol. 28 Iss 7 pp. 812 830 Permanent link to this document: http://dx.doi.org/10.1108/02634501011086436 Downloaded on: 12 October 2014, At: 16:08 (PT) References: this document contains references to 46 other documents. To copy this document: permissions@emeraldinsight.com The fulltext of this document has been downloaded 1982 times since 2010* Downloaded by UNIVERSITY OF LEICESTER At 16:08 12 October 2014 (PT) Users who downloaded this article also downloaded: (1999),"Teaching graduates to mind their own business", Education + Training, Vol. 41 Iss 9 pp. Helen Connor, Sue Shaw, Brenda Little, (2008),"Graduate development in European employment: issues and contradictions", Education + Training, Vol. 50 Iss 5 pp. 379-390 (1999),"Teaching graduates to mind their own business", Leadership & Organization Development Journal, Vol. 20 Iss 7 pp. - Access to this document was granted through an Emerald subscription provided by 471881 [] For Authors If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please...
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...Study Habits of Postgraduate Students in Selected Nigerian Universities Stella E. Igun Head, Readers Services Division Oghenevwogaga Benson Adogbeji Systems Analyst/Network Administrator Delta State University Library Abraka, Nigeria Introduction Reading is an attempt to absorb the thought of the author and know what the author is conveying (Leedy 1956). Studying is the interpretation of reading materials. Study habits and skills are particularly important for postgraduate students, whose needs include time management, notetaking, Internet skill, the elimination of distractions, and assigning a high priority to study. Fielden (2004) states that good study habits help the student in critical reflection in skills outcomes such as selecting, analyzing, critiquing, and synthesizing. Nneji (2002) states that study habits are learning tendencies that enable students work privately. Azikiwe (1998) describes study habits as the way and manner a student plans his or her private reading outside lecture hours in order to master a particular subject or topic. Study habits help students master their areas of specialization. The objective of this study is to examine the study habits of postgraduate students in selected Nigerian universities, looking at duration, place of study, materials used for study, and their main motivators. This study will help to establish whether postgraduates are on par with their peers in other countries in the acquisition of intellectual...
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...Adamu Zoaka MARCH 2011 1.0 INTRODUCTION When Ahmadu Bello University (ABU) was established in 1962, it was decided to give particular attention to Agriculture and Veterinary Medicine. Therefore, in 1964, the Faculty of Veterinary Medicine was established at ABU following the signing of an agreement between the government of the Federal Republic of Nigeria and the United States Agency for International Development (USAID) and the Kansas State University (KSU). According to this agreement, KSU/USAID was to provide initial staff and equipment to the new Faculty to enable it develop the following: (a) a well-equipped Veterinary School to train and supply Veterinarians for Nigeria and the rest of West African countries; (b) a postgraduate training programme in Veterinary Medicine; (c) a research programme to improve Animal Health, production and Public Health in Nigerian; (d) train Nigerians to staff and assume major roles in the Faculty of Veterinary Medicine as soon as possible; and; (e) advise on facilities and programme for future development and expansion of the Faculty. Professor G.K.J.L. Underberg (Kansas State University) arrived on September 15, 1964 as the first Dean of the Faculty of Veterinary Medicine at which time there were no students, no curriculum, no staff members, and no physical facilities. The former outdoor gymnasium (Phase 1), along with fifty acres of land adjacent the North gate, was the beginning of the physical plant for the Faculty...
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...NAVAL POSTGRADUATE SCHOOL Monterey, California THESIS A REQUIREMENT ANALYSIS FOR THE NAVAL POSTGRADUATE SCHOOL’S ALUMNI DATABASE SYSTEM by Lawrence M. Gaines September 2002 Thesis Advisor: Co-Advisor: Julie Filizetti Daniel Dolk Approved for public release; distribution is unlimited THIS PAGE INTENTIONALLY LEFT BLANK REPORT DOCUMENTATION PAGE Form Approved OMB No. 0704-0188 Public reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instruction, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to Washington headquarters Services, Directorate for Information Operations and Reports, 1215 Jefferson Davis Highway, Suite 1204, Arlington, VA 22202-4302, and to the Office of Management and Budget, Paperwork Reduction Project (0704-0188) Washington DC 20503. 1. AGENCY USE ONLY (Leave 2. REPORT DATE 3. REPORT TYPE AND DATES COVERED blank) September 2002 Master’s Thesis 4. TITLE AND SUBTITLE A Requirement Analysis of the Naval 5. FUNDING NUMBERS Postgraduate School’s Alumni Database System 6. AUTHOR (S) Lawrence M. Gaines 8. PERFORMING ORGANIZATION 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) REPORT NUMBER Naval Postgraduate School Monterey, CA 93943-5000...
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